Building+Evidence+Based+Arguments

UNIT OVERVIEW
toc During this unit, the students will become proficient in using evidence to build argumentative cases in their writing. Prior to the writing process, students will learn and practice organizing ideas to support and refute claims relating to the argument. The students will also support higher order language in their writing, which in turn will gain importance for their argumentative claims.

Common Core Standards
**RL.9-10.5**. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. **RI.9-10.2**. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. **W.9-10.2**. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. **W.9-10.7**. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. **SL.9-10.1**. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. **SL.9-10.4.** Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
 * Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
 * Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
 * Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
 * Use precise language and domain-specific vocabulary to manage the complexity of the topic.
 * Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
 * Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
 * Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
 * Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
 * Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

<span style="font-family: Arial,Helvetica,sans-serif;">Suggested Student Objectives
<span style="font-family: Arial,Helvetica,sans-serif;">In alignment with the common core standards, the suggested student objectives include:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Examining their own and other’s interpretations of a text.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Complete educated research supportive of the claims being presented.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Reason critically and weigh the importance of evidence.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Anticipate and address counterarguments and/or objections.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Defend, refute, and offer new information to be presented in an argument.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Write a well-developed and researched argumentative piece with an audience of the work in mind.

<span style="font-family: Arial,Helvetica,sans-serif;">Terminology/Academic Vocabulary
<span style="font-family: Arial,Helvetica,sans-serif;">Backing <span style="font-family: Arial,Helvetica,sans-serif;">Claim <span style="font-family: Arial,Helvetica,sans-serif;">Counterclaim <span style="font-family: Arial,Helvetica,sans-serif;">Data <span style="font-family: Arial,Helvetica,sans-serif;">Ethos <span style="font-family: Arial,Helvetica,sans-serif;">Paraphrase <span style="font-family: Arial,Helvetica,sans-serif;">Pathos <span style="font-family: Arial,Helvetica,sans-serif;">Rebuttal <span style="font-family: Arial,Helvetica,sans-serif;">Summary <span style="font-family: Arial,Helvetica,sans-serif;">Warrant
 * <span style="font-family: Arial,Helvetica,sans-serif;">Argumentative Vocabulary **

<span style="font-family: Arial,Helvetica,sans-serif;">Alliteration <span style="font-family: Arial,Helvetica,sans-serif;">Analogy <span style="font-family: Arial,Helvetica,sans-serif;">Assonance <span style="font-family: Arial,Helvetica,sans-serif;">Ballad <span style="font-family: Arial,Helvetica,sans-serif;">Consonance <span style="font-family: Arial,Helvetica,sans-serif;">Enjambment <span style="font-family: Arial,Helvetica,sans-serif;">Figurative Language <span style="font-family: Arial,Helvetica,sans-serif;">Narrative Poetry <span style="font-family: Arial,Helvetica,sans-serif;"> Ode <span style="font-family: Arial,Helvetica,sans-serif;"> Rhythm <span style="font-family: Arial,Helvetica,sans-serif;"> Sonnet
 * Poetic Vocabulary**

<span style="font-family: Arial,Helvetica,sans-serif;">Alliteration – the commencement of two or more stressed syllables of a word group with the same consonant sound <span style="font-family: Arial,Helvetica,sans-serif;">Analogy – a similarity between like features of two things on which a comparison may be based <span style="font-family: Arial,Helvetica,sans-serif;">Assonance – rhyme in which the same vowel sounds are used with different consonants in the stressed syllables of the rhyming words <span style="font-family: Arial,Helvetica,sans-serif;">Backing – additional logic or reasoning that may be necessary to support the warrant <span style="font-family: Arial,Helvetica,sans-serif;">Ballad – simple, narrative poem of folk origin composed in short stanzas <span style="font-family: Arial,Helvetica,sans-serif;">Claim – the overall thesis the writing will argue for <span style="font-family: Arial,Helvetica,sans-serif;">Consonance – the use of the repetition of consonant or consonant patterns as a rhyming device <span style="font-family: Arial,Helvetica,sans-serif;">Counterclaim – a claim that negates or disagrees with the claim/thesis <span style="font-family: Arial,Helvetica,sans-serif;">Data – evidence gathered to support the claim <span style="font-family: Arial,Helvetica,sans-serif;">Enjambment – the running on of a thought from one line to the next without a syntactical break <span style="font-family: Arial,Helvetica,sans-serif;">Ethos – based on character, credibility, or reliability of the writer <span style="font-family: Arial,Helvetica,sans-serif;">Figurative Language – speech or language that departs from literal meaning in order to achieve special effect or meaning <span style="font-family: Arial,Helvetica,sans-serif;">Free Verse – poetry that does not follow a fixed metrical pattern <span style="font-family: Arial,Helvetica,sans-serif;">Imagery – the formation of mental images, figures, or likenesses of things <span style="font-family: Arial,Helvetica,sans-serif;">Lyric Poetry – type of emotional, song-like poetry, distinguished from dramatic/narrative poetry <span style="font-family: Arial,Helvetica,sans-serif;">Narrative Poetry – poetry focusing on the account of events, experiences, etc. <span style="font-family: Arial,Helvetica,sans-serif;">Ode – lyric poem typically of elaborate or irregular metrical form expressed in enthusiastic emotion <span style="font-family: Arial,Helvetica,sans-serif;">Paraphrase – restatement of a text, passage, or work giving the meaning in another form <span style="font-family: Arial,Helvetica,sans-serif;">Pathos – appeals to the audience’s needs, values, and emotional stability <span style="font-family: Arial,Helvetica,sans-serif;">Rebuttal – evidence that negates or disagrees with the counterclaim <span style="font-family: Arial,Helvetica,sans-serif;">Rhythm – movement or procedure with uniform or patterned recurrence of a beat or accent <span style="font-family: Arial,Helvetica,sans-serif;">Sonnet – poem expressive of a single thought or idea, fourteen lines in length, usually in iambic pentameter, with rhymes organized into one of a certain definite scheme <span style="font-family: Arial,Helvetica,sans-serif;">Warrant – explanation of why or how the data supports the claim, the underlying assumption that connects your data to your claim

<span style="font-family: Arial,Helvetica,sans-serif;">Required Novels/Units
<span style="font-family: Arial,Helvetica,sans-serif;">//Romeo and Juliet// (William Shakespeare)

<span style="font-family: Arial,Helvetica,sans-serif;">Suggested Additional Readings
<span style="font-family: Arial,Helvetica,sans-serif;">Grade 9 Module Three Suggested Texts (New York State Education Department)

<span style="font-family: Arial,Helvetica,sans-serif;">[|“A Poetry Reading at West Point”] (William Matthews) <span style="font-family: Arial,Helvetica,sans-serif;">[|“Did I Miss Anything”](Tom Wayman) <span style="font-family: Arial,Helvetica,sans-serif;">[|“Girl”] (Jamaica Kincaid) <span style="font-family: Arial,Helvetica,sans-serif;">[|“Snake”] (D.H. Lawrence) <span style="font-family: Arial,Helvetica,sans-serif;">[|“The Fish”] (Elizabeth Bishop) <span style="font-family: Arial,Helvetica,sans-serif;">[|“The Wood-Pile”](Robert Frost)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Poetry **

<span style="font-family: Arial,Helvetica,sans-serif;">1984 (George Orwell) <span style="font-family: Arial,Helvetica,sans-serif;">A Doll’s House (Henrik Isben) <span style="font-family: Arial,Helvetica,sans-serif;">Animals in Translation: Using the Mysteries of Autism to Decode Animal Behavior (Grandin) <span style="font-family: Arial,Helvetica,sans-serif;">The Awakening (Kate Chopin) <span style="font-family: Arial,Helvetica,sans-serif;">The Stranger (Albert Camus)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Novels/Plays **

<span style="font-family: Arial,Helvetica,sans-serif;">[|“Death of a Pig”] (E.B. White) ([]) <span style="font-family: Arial,Helvetica,sans-serif;">[|“To Room 19”] (Doris Lessing)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Short Stories **

<span style="font-family: Arial,Helvetica,sans-serif;">[|“The Depressive and the Psychopath”](Dave Cullen)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Articles **

<span style="font-family: Arial,Helvetica,sans-serif;">According to the Common Core website grades six and up should focus on the subgenres of sonnets, odes, ballads, epics, and narrative/lyrical/free verse poems. Therefore, the following list is comprised of poetry with each of the aforementioned genres in mind.

<span style="font-family: Arial,Helvetica,sans-serif;"> [|"Bogland"] (Seamus Heaney) <span style="font-family: Arial,Helvetica,sans-serif;">"Ode on a Grecian Urn" (John Keats)
 * Ballad**

<span style="font-family: Arial,Helvetica,sans-serif;">**Free Verse** <span style="font-family: Arial,Helvetica,sans-serif;">"Hanging Fire" (Audre Lorde) SpringBoard Workbook p. 220 <span style="font-family: Arial,Helvetica,sans-serif;">"kidnap poem" (Nikki Giovanni) SpringBoard Workbook p. 242 <span style="font-family: Arial,Helvetica,sans-serif;">"Poetry" (Pablo Neruda) SpringBoard Workbook p. 191 <span style="font-family: Arial,Helvetica,sans-serif;">"The Gift" (Li-Young Lee) <span style="font-family: Arial,Helvetica,sans-serif;">"Theme for English B" (Langston Hughes) McDougal Littell - The Language of Literature p. 445 <span style="font-family: Arial,Helvetica,sans-serif;">"Training" (Demetrio Herrera) McDougal Littell - The Language of Literature p. 212

<span style="font-family: Arial,Helvetica,sans-serif;">"In Time of Silver Rain" (Langston Hughes) <span style="font-family: Arial,Helvetica,sans-serif;">"Lineage" (Margaret Walker) McDougal Littell - The Language of Literature p. 360 <span style="font-family: Arial,Helvetica,sans-serif;">"The Underground" (Seamus Heaney)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Lyric Poetry **

<span style="font-family: Arial,Helvetica,sans-serif;">**Narrative Poetry** <span style="font-family: Arial,Helvetica,sans-serif;">"Morning Glory" (Naomi Shihab Nye) <span style="font-family: Arial,Helvetica,sans-serif;">"The Writer" (Richard Wilbur) McDougal Littell - The Language of Literature p. 447

<span style="font-family: Arial,Helvetica,sans-serif;">"Ode on a Grecian Urn" (John Keats)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Ode **

<span style="font-family: Arial,Helvetica,sans-serif;">"London" (William Wordsworth)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Sonnet - Petrarchan **

<span style="font-family: Arial,Helvetica,sans-serif;">**Sonnet - Shakespearean** <span style="font-family: Arial,Helvetica,sans-serif;">"Ozymandias" (Percy Bysshe Shelley) <span style="font-family: Arial,Helvetica,sans-serif;">Sonnet 18 (William Shakespeare) SpringBoard Workbook p. 225 <span style="font-family: Arial,Helvetica,sans-serif;">Sonnet 73 (William Shakespeare)


 * <span style="font-family: Arial,Helvetica,sans-serif;">Writing **

<span style="font-family: Arial,Helvetica,sans-serif;">1. What do you think? //<span style="font-family: Arial,Helvetica,sans-serif;">Every argument is based on some claim – a statement that readers do not already accept without good reason. // <span style="font-family: Arial,Helvetica,sans-serif;"> 2. Why do you think that? //<span style="font-family: Arial,Helvetica,sans-serif;">You cannot expect readers to accept your claim because you say so. They look for you to support it with reasons – statements that, taken together, give readers a basis for accepting your claim. // <span style="font-family: Arial,Helvetica,sans-serif;"> 3. How do you know that your reasons are true? //<span style="font-family: Arial,Helvetica,sans-serif;">Readers may not accept your reasons unless you support them with evidence – statements, numbers, photographs, or other representations of states of affairs that your readers accept without question. // <span style="font-family: Arial,Helvetica,sans-serif;"> 4. Why do you think your reasons support your claim? //<span style="font-family: Arial,Helvetica,sans-serif;">Readers may not initially see why your reasons and evidence support your claim. In this case, you need to supply a warrant – a general principle usually drawn from background knowledge shared by you and your reader that connects your reasons to your claim. Think of the warrant as the foundation on which your argument rests. If your reader does not accept your warrant, he/she will most likely not accept your claim or reasons either. // <span style="font-family: Arial,Helvetica,sans-serif;"> 5. How do you plan on addressing any alternative claim (reason, evidence, or warrant) that does not support the claim in question? //<span style="font-family: Arial,Helvetica,sans-serif;">A reader may have counterclaims that dispute the claim you made in your argument. You must acknowledge the reader’s skepticism and respond to it. //
 * <span style="font-family: Arial,Helvetica,sans-serif;">The Five Parts of Argument Writing **


 * Writing an Argument **

<span style="font-family: Arial,Helvetica,sans-serif;"> For an argumentative essay to be effective, it must contain certain elements. For this reason, you must plan and prepare before you jump into the writing stage.
 * Planning Stage **

<span style="font-family: Arial,Helvetica,sans-serif;"> To find a good topic for an argumentative essay, you should consider several issues that will have two conflicting points of view or very different conclusions. As you look over the list of topics, you should find one that really sparks your interest. Additionally, you have to consider what position you can back up with reasoning and evidence. Remember - you need to be able to explain why your belief is reasonable and logical.
 * Find a Good Topic **

<span style="font-family: Arial,Helvetica,sans-serif;"> Once you have selected a topic that you feel strongly about, you should make a list of points for both sides of the argument and pick a side. One of your first objectives in your essay will be to present both sides of your issue with an assessment of each. In the planning stage, you need to consider strong arguments for the “other” side.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> Consider Both Sides of Your Topic and Take a Position **

<span style="font-family: Arial,Helvetica,sans-serif;"> In an argumentative essay, you will have to provide evidence without providing drama. You’ll explore two sides of a topic briefly, then provide proof as to why one side of the position is the best one.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> Gather Evidence **

<span style="font-family: Arial,Helvetica,sans-serif;"> Once you’ve given yourself a solid foundation to work with, you can begin to craft your essay. An argumentative essay should contain three parts: the introduction, body, and conclusion. The length of these parts (number of paragraphs) will vary, depending on the length of your essay assignment.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> Writing Stage **

//**<span style="font-family: Arial,Helvetica,sans-serif;">Introduce Your Topic and Assert Your Side **// <span style="font-family: Arial,Helvetica,sans-serif;">The first paragraph of your argument essay should contain a brief explanation of your topic, some background information, and a thesis statement. In this case, your thesis will be a statement of your position on a particular topic.

//**<span style="font-family: Arial,Helvetica,sans-serif;"> Present Both Sides of the Controversy **// <span style="font-family: Arial,Helvetica,sans-serif;">The body of your essay will contain the meat of your argument. You should go into more detail about the two sides of your controversy and state the strongest points of the counter to the issue. After describing the “other” side, you will present your own viewpoint and then provide evidence to show why your position is the correct one. Select your strongest evidence and present your points one by one. Use a mix of evidence types, from statistics to other studies and anecdotal stories.


 * <span style="font-family: Arial,Helvetica,sans-serif;">Tips for Argumentative Writing **
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Avoid emotional language and instead focus on proving your point of view.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Realize the difference between a logical conclusion and emotional point of view.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">Do not make up evidence to support your claim or disprove counterclaims.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Cite any sources that you use in your argument.
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">Make an outline of which to follow in writing your piece.
 * 6) <span style="font-family: Arial,Helvetica,sans-serif;">Be prepared to defend your side by knowing the strongest arguments that the other side will present. You also might be challenged on your evidence, so be prepared to defend it.

<span style="font-family: Arial,Helvetica,sans-serif;">Resource Links
<span style="font-family: Arial,Helvetica,sans-serif;">Argumentative Writing – [|How to Write an Argumentative Essay] <span style="font-family: Arial,Helvetica,sans-serif;"> Developed at California State University

<span style="font-family: Arial,Helvetica,sans-serif;">Argumentative Writing Handout – [|What is an Argumentative Essay?] <span style="font-family: Arial,Helvetica,sans-serif;">Developed at the University of North Carolina

<span style="font-family: Arial,Helvetica,sans-serif;">[|Defining Arguments] <span style="font-family: Arial,Helvetica,sans-serif;">[|Ethos/Logos/Pathos] <span style="font-family: Arial,Helvetica,sans-serif;">[|Most Commonly Used Fallacies] <span style="font-family: Arial,Helvetica,sans-serif;">[|Template of an Argument] <span style="font-family: Arial,Helvetica,sans-serif;">[|Topic Suggestions and Resources for Research]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Mesa Community College **

<span style="font-family: Arial,Helvetica,sans-serif;">[|Developing Thesis Statements] <span style="font-family: Arial,Helvetica,sans-serif;">[|Organizing Your Argument] <span style="font-family: Arial,Helvetica,sans-serif;">[|Using Research and Evidence] <span style="font-family: Arial,Helvetica,sans-serif;">[|Using Rhetorical Strategies] <span style="font-family: Arial,Helvetica,sans-serif;">[|Writing a Literary Analysis]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Perdue Online Writing Lab **

<span style="font-family: Arial,Helvetica,sans-serif;">
 * <span style="font-family: Arial,Helvetica,sans-serif;">//Romeo and Juliet// Argumentation **

<span style="font-family: Arial,Helvetica,sans-serif;">[|Vocabulary Substitutes in Argumentative Writing]

<span style="font-family: Arial,Helvetica,sans-serif;">Activities
<span style="font-family: Arial,Helvetica,sans-serif;">[|Argumentative Writing Worksheets] (Introductory Level)

<span style="font-family: Arial,Helvetica,sans-serif;">[|Argumentative Writing Blueprint]

<span style="font-family: Arial,Helvetica,sans-serif;">One of the basic elements of an argument is to understand the "opposing side"; in this case, the opposing side is the student's parents. Students will write a letter to their mom and/or dad in which they try to persuade their parents to let them do something their parents normally would not let them do. For this assignment, the final letter must be typed and the tone should be respectful with at least three fully developed paragraphs of at least five to six sentences each. The letter should follow a business letter format, and there should be an additional paragraph in which the student acknowledges why the parent would have objections to the student's request; the student, however, should put those objections to rest with gentle persuasion and good reasoning.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Convince Mom and Dad **

<span style="font-family: Arial,Helvetica,sans-serif;">**Fact verses Opinion** –[| Introduction and Quiz]

<span style="font-family: Arial,Helvetica,sans-serif;">**Fact verses Opinion** – [|Graphic Organizer]

<span style="font-family: Arial,Helvetica,sans-serif;">**Fact verses Opinion** – [|Tutorial]


 * <span style="font-family: Arial,Helvetica,sans-serif;">Introduction to Argumentative Writing with Activities - **<span style="font-family: Arial,Helvetica,sans-serif;">[| Convince Me!]

<span style="font-family: Arial,Helvetica,sans-serif;">Assessments
<span style="font-family: Arial,Helvetica,sans-serif;">Argumentative Writing Piece on //Romeo and Juliet// <span style="font-family: Arial,Helvetica,sans-serif;">[|Argument: Who is to blame for the deaths of Romeo and Juliet?]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment #1 **

<span style="font-family: Arial,Helvetica,sans-serif;">[|Argumentative Writing Piece on Poetry, Specific Poet, or Era of Poetry]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment #2 **

<span style="font-family: Arial,Helvetica,sans-serif;"> Instructions:
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Form a thesis. As you weigh the pros and cons about your thesis, be able to defend it with clear and factual arguments. An example of an argumentative poetic thesis could be, “The most memorable poems were written in the romantic era.”
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Start with the arguments that support your thesis. You are trying to convince your reader to believe you, so you should begin the essay with facts that speak in favor of your thesis. The exemplar thesis could be supported by mentioning famous poets from that era and explaining why they each are remembered.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">Convince your reader further. You will need at least three arguments that support your thesis in order to create a successful argumentative essay. Going back with the exemplar thesis, poems in the era of romantics are known for the richness of syntax. Therefore, you could write about how the poets structured their poems in that era and explain why that makes them good.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Connect your thesis to the present. The best way to convince your reader your thesis is correct is to present it as still being relevant. The themes often used in romantics were love, loss, and nature, as well as self-doubt and self-questioning. Explain how those themes are timeless and how many people still relate to them today.
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">Find an opposing idea. Although it may seem counterproductive, the structure of an argumentative essay needs an idea that recognizes differing viewpoints. When you are writing about poetry, you can pick another poet, poem, or era that also carries significance today and describe why others feel they is memorable.
 * 6) <span style="font-family: Arial,Helvetica,sans-serif;">Conclude with the main ideas. Go through your essay and sum up the main points that you made, including your main thesis, in the conclusion of the essay. Keep the conclusion short and describe each idea with only one sentence.

<span style="font-family: Arial,Helvetica,sans-serif;">Argumentative Writing on a Student Selected Topic <span style="font-family: Arial,Helvetica,sans-serif;"> The students will select an argumentative topic from the website link ([]). The students will then follow the steps of writing an argumentative essay (found in the writing section of this resource) and present their work to the class. Additionally, the class can evaluate the effectiveness of each argument and provide rebuttals for facts that were not addressed.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment #3 **

<span style="font-family: Arial,Helvetica,sans-serif;">Worksheets
<span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">


 * <span style="font-family: Arial,Helvetica,sans-serif;">BACK TO ELA 9 **